Activity Sheet 6

Effective Transition Practices & Strategies

The National Early Childhood Transition Center examines factors that promote successful transitions
between infant/toddler programs, preschool programs, and public school programs for young children
with disabilities and their families. This activity sheet is drawn from NECTC’s research and recommenda-
tions with respect to effective transition PRACTICES and STRATEGIES.1

• PRACTICES are defined as the key elements of transition planning that are regularly and consistently
implemented across staff and programs; and

• STRATEGIES are defined as specific program or classroom activities used to implement a practice.

Instructions: Here are 10 (of 21) effective transition PRACTICES recommended by NECTC. Under each, you’ll
find 2 STRATEGIES you might use to implement that particular practice. Can you think of another STRATEGY
that would help? Work with a partner.

Practice 1
A primary contact person for transition is
identified within each program or agency.
Identify a contact person for follow-up in case
parents have questions after meetings.
Identify a staff member as a “contact person”
to visit families prior to the initial IEP to
establish rapport.
Practice 3
Referral processes & timelines are clearly specified.
Develop & follow memorandum of under-
standing (MOU) between early intervention &
preschool programs to make referrals at age 2
years 6 months & transition by 2 years 9
months to district for preschool.
Provide outreach services to other agencies &
professionals so they are comfortable &
knowledgeable about available programs
when referring families.

Practice 2
Community-wide & program-wide transition
activities & timelines are identified.
Practice 4
Provide informational flyers about programs
Enrollment processes & timelines are clearly
for designated age groups which are dissemi-
specified.
nated widely in community settings (e.g.,
grocery stores, WIC offices) in a variety of Develop guidelines to assist parents & agencies
formats (e.g. posters, local papers) before and to better understand timelines & enrollment
after school starts. requirements.
Send letters to parents in their primary lan- Develop a connected database system to
guage regarding what to do to enroll their ensure & support enrollment and services.
child in the program or school district & invite
them to visit the receiving school.

Activity Sheet for Participants 1 A product of NICHCY

Practice 5
Program eligibility processes & timelines are clearly
delineated.
Streamline & clarify the eligibility process
between programs (e.g. Part C & Part B).
Delineate & clarify responsibility for evaluation
of children who turn 3 within school year.
Practice 10
Transition plans are developed that include
individual activities for each child & family.
Personalize the transition with personal
information sheet from the sending teacher &
parent to new teachers and staff.
Conduct comprehensive planning to discuss
the child's & family's specialized needs.
Practice 11
Children have opportunities to develop & practice
skills they need to be successful in the next
environment.
Implement strategies that will help the child
learn skills they will need.
Teachers and other providers visit receiving
programs to get a "feel" for where they are
sending children.
1
National Early Childhood Transition Center (NECTC). (2011).
NECTC transition tips: Toolkit of practices and strategies. Online
at: http://www.hdi.uky.edu/nectc/NECTC/practicesearch.aspx
A product of NICHCY
Practice 13
Staff roles & responsibilities for transition
activities are clearly delineated.
Offer staff education regarding transition
regulations.
Outline specific transition roles and responsi-
bilities of all sending and receiving staff.
Practice 14
Staff know key information about a broad array
of agencies & services available within the commu-
nity.
Increase accessibility of resource information
by developing a directory (community agency
resource booklet) of public & private pro-
grams & agencies available in the community.
Provide online access to transition informa-
tion, including the establishment of online
communities for transition specific strategies
and ideas, both within and across programs.
Practice 16
Families are aware of the importance of transition
planning & have information they need to actively
participate in transition planning with their child.
Simplify communication & information
regarding transitions so that they address
different literacy levels & languages.
Inform & educate families on all possible
placement options, & the procedures and
expectations of the programs.the child's &
family's specialized needs.
2 Activity Sheet for Participants